Grade Five Curriculum
Language Arts / Math /Science / Social Studies / Music / Art / Physical Education / Spanish
LANGUAGE ARTS
The goal of the language arts program is to enhance the growth of communication skills in an environment that encourages students to read, write, listen, and speak. Students are expected to think, to experiment, and to learn from their experiences. A concerted effort is made to help students understand that reading and writing are integrally connected. Efforts are consistently made to utilize and enhance these skills as part of the teaching/learning process in all content areas.
The Writing Process instructional approach provides the foundation for our writing program. Students are taught that writing involves planning, drafting, revising, editing, and publishing. The flexibility of the Writing Process allows different stages to be emphasized in different types of writing. Writers are provided with regular blocks of time, choices of topics that connect to their experiences, positive and constructive responses to their ideas, and a literary environment in which to develop their writing. Students share their writing in conferences with peers and/or teachers who listen and respond in an effort to help writers focus, develop, and improve their pieces.
In writing workshops, mini-lessons are presented to address concepts, skills, mechanics, spelling, or elements of writing that a whole class is ready to grasp. Focus areas of instruction in mechanical skills (sentence construction, grammar, usage, capitalization, punctuation) are addressed systematically according to a school-wide guide.
Students need to read widely in order to expand comprehension to higher levels, to increase vocabulary, to increase reading rate, to explore a variety of literary forms, and to develop a positive attitude toward reading. Moreover, reading enables students to think beyond themselves, to understand alternative viewpoints and ways of life, and to experience the richness of cultural heritage. The language arts program enables students to reach these goals by focusing on two types of reading experiences: independent (self-selected) reading and structured reading and discussion. Skill building is an important element of both types of experiences.
We are committed to integrating language arts with all areas of the curriculum. For example, our endangered species project incorporates science, social studies, and math along with reading and writing.
The reading and writing programs are described below. We provide spelling instruction through use of the Sitton Spelling and Word Skills Program . We use Nancie Atwell's "Lessons that Change Writers" as the foundation for our writing curriculum. Fifth graders are expected to be able to write in legible cursive handwriting and are given opportunities to practice handwriting. Fifth graders will use computers for writing and research throughout the year. We encourage reinforcement of keyboarding skills at home.
READING
Students read most enthusiastically, and often with the greatest comprehension, when they have ownership in the reading process. As often as possible, they need to select their own reading materials, set their own purposes for reading, and determine their own reading rates. Independent reading gives students a chance to enhance their acquired skills as well as opening them to worlds unknown. Our independent reading program expects that students are reading self-selected reading materials as part of the schoolwork/homework routine every day. Teacher-student interaction is in a variety of forms such as book presentations and projects, reading responses, and informal conversations and activities. A list of recommended books is available to all students and their parents. We demonstrate that we value reading by reading aloud to students and by providing time for them to read works they choose (SSR-Sustained Silent Reading).
In the fifth grade, we use a variety of materials and methods to provide a rich literary experience for students. Fifth grade teachers use literature for instruction. Structured literature lessons encourage students to expand their reading experiences by exposing them to a wide variety of literature. Fifth grade literature is selected from the "core literature" titles. Activities are designed to help students understand the specific literary work they have been assigned and to explicitly teach them strategies to use in future reading endeavors. These activities take place individually, in small groups or with a whole class. Flexible groupings and a tremendous assortment of teacher-created materials allow students of differing learning styles to be challenged and to succeed.
Students frequently read both fiction and non-fiction in the content areas. Each class visits the library at least once a week.
CONTENT
INSTRUCTION
Reading is taught in whole class activities, small groups and individually. Direct instruction, cooperative learning, shared inquiry discussion, reading journals, and skills exercises are commonly used instructional practices.
MATERIALS
A. Core Literature List
5th Grade Core Literature:
All 5th Grade students will read the following books:
These books are reserved for use by 5th Grade teachers. They may be read by some or all 5th Grade students:
WRITING
We are committed to the writing process approach used throughout the grades in Carlisle. In fifth grade, children have a wide range of writing experiences which include choosing and writing on topics they care about, writing in the content areas and various theme writings. All fifth graders participate in writing projects such as memoirs, poems, book reviews and letters, and stories about endangered species.
WRITING PROCESS STAGES
Pre-Writing includes all the activities such as brainstorming, discussions, reading, story-telling, listening, research, field trips, and other first-hand activities that provide ideas and inspiration for writing.
Planning involves selecting and narrowing the topic, and choosing from, refining, and organizing the material gathered in the pre-writing phase. Teachers help students focus on the particular purpose for this writing and the audience for whom they are writing. Decisions are made regarding voice and form. The resulting product of this stage is a visible plan to help guide (but not confine) drafting.
Drafting is the first attempt to put organized ideas or information on paper (or into a word processor) as a means of communication. Attention is paid to content and organization, as well as mechanics. The draft is a working document that will later be revised and edited by the student.
Revising involves re-seeing, re-thinking, re-organizing, expanding, or clarifying the content. The first focus is on the writer's original purpose. Attention might be paid to needed information, redundancies, ordering, sentence variety, specific word choice, opening and closing sections, etc. In addition to assessing one's own writing, teacher and/or peer input is obtained by sharing drafts in writing conferences.
Editing is the process of reviewing the revised draft for form and conventions. With teacher and/or peer assistance, writers address "focus correction areas" in sentence structure, spelling, grammar, usage, punctuation, capitalization, spacing, and paragraphing.
Publishing involves the preparation of the revised and edited piece in a form that can be presented to the intended audience. This sharing might entail inclusion in a portfolio or writing folder, oral reading, or submission to a teacher for evaluation.
Proofreading out loud is an important component of each stage.
INSTRUCTION
Learning takes place in a workshop format which includes:
A. Direct instruction through mini lessons
Examples:
1. Writing territories
2. Heart mapping memoir worth experiences
3. Writing effective leads
4. Revising: adding on, taking out, re-writing
5. Paragraphing
6. Punctuation, capitalization and grammar
7. Publishing: titles, illustrations, format
B. Individual, small group, and class conferencing and sharing
TEXTS and MATERIALS
We use the fiction and non-fiction books the children are reading as well as their own writing as models (style, punctuation, leads, etc.). We also use Nancie Atwell’s Lessons That Change Writers.
MATHEMATICS
In Grade 5, math is taught through a variety of methods. Students work individually, in partners or groups, and with their entire class to solve problems and acquire mathematical concepts. Through one on one consultation, whole class discussion and writing, students formulate and explore their own mathematical ideas and those of their peers.
CONCEPTS
In Grade 5 the primary text is the University of Chicago's Everyday Mathematics. All fifth graders study the following concepts through units in that text.
Number Theory
Estimation and Calculation
Addition and Subtraction Review
Multiplication
Division
Geometry
Fractions, Decimals and Percents
Ratios
Exponential Notation and Scientific Notation
Algebra Concepts
Word problems are used to teach problem solving skills and mathematical concepts. These problems are selected from Favorite Problems (Dale Seymour), Wonderful Ideas for Teaching Math, Math a Way of Thinking (Robert Baratta-Lorton), Problem Solving (Marilyn Burns), Addison Wesley Math Series (1993) and Continental Math League publications. Teachers also create problems to address specific needs and concerns in their classes.
TEXTS and MATERIALS:
Everyday Mathematics (The University of Chicago School Mathematics Project). 2004.
Favorite Problems, Dale Seymour.
Problem Solving, Marilyn Burns.
Addison Wesley Math, 1993
Wonderful Ideas for Teaching Math
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SCIENCE
In the fifth grade, children explore their world through experiences in ecology and the physical sciences. The major goals of the science program are:
-to help students become more aware of the interdependence of people and their environment;
-to give students many opportunities for hands-on discovery through experiments using the scientific method, both at school and at home;
-to provide students with opportunities to learn skills in reading, writing, math, social studies and the arts through science;
-to provide opportunities for cooperative learning.
CONTENT
There are four main content areas.
A. Ecosystems and Ecology
Students explore habitats and study food chains and biomes.
B . Endangered Species
An on-going investigation of our environment, its decline, and changes.
C. Introduction to Lab Science
The study of the scientific process. Students explore concepts in physical, life, and earth science through school and home experiments.
TEXTS and MATERIALS
Science, Technology and Children: Ecosystems
5th Grade Science Unit
ZOOM
Students study the major pre-Columbian civilizations in the New World, European explorations in the western hemisphere, and early North American settlements. Students will also examine European efforts to colonize North America during the 17th and 18th centuries. Special emphasis and focus is placed on the development of the English colonies. In addition, students will also study the early development of democratic institutions and ideas, including the ideas and events that led to the independence of the original thirteen colonies and the formation of a national government under the U.S. Constitution. The purpose of the grade 5 curriculum is to give students their first concentrated study of the formative years of U.S. history.
CONCEPTS AND SKILLS
During the year students will practice and improve on previously taught & newly introduced skills:
History & Geography:
Civics & Government:
Economics:
TEXTS AND MATERIALS
The primary text used in fifth grade is A History of US (4 Book Set)
The First Americans: Pre-history- 1600
Making Thirteen Colonies: 1600 - 1740
From Colonies to Country: 1710 - 1791
The New Nation: 1789 - 1850
Materials include:
American History Program (Demco Past Ports) - 3 Unit Program
Video Views of Colonial Life (Demco Past Ports) - 9 Video Set
Cornerstones of Freedom (Demco Past Ports) - 5 Book Set
Cram United States History Maps - set of 19
PBS Liberty Kids Video Series - 9 video set
Primary Source Documents
Decisions, Decisions
The Story of the U.S.A.:
Book 1 - Explorers and Settlers
Book 2 - A Young Nation Solves Its Problems
Cobblestone Magazine (assorted issues)
MUSIC
Music in the fifth grade continues to establish a strong musical foundation. Music literacy is continually stressed, using Solfeggio techniques. Singing in multiple languages, a cappella and accompanied with correct technique, breath control, and posture is emphasized. Appreciation of world cultures is continued through songs, games, dance, and cross-curricular activities.
A. Concepts:
Internalized beat/rhythm, audiation, syncopation, correct vocal techniques, breath control and posture, two and three part singing, musical symbols, instruments and their uses, improvisation, composition, musical forms, aesthetic reactions to music, diagramming, conducting patterns, blues scale, harmonization, self and group evaluation, audience and performance behavior, sight reading, and movement.
B. Skills:
1. Singing:
• Sing in tune with proper technique, breath control, and posture.
• Awareness of the register of a cambiata (changing) voice.
• Build a varied repertoire of songs in two and three parts.
• Sing with accompaniment, a cappella, alone, and in ensembles.
• Sing expressively with dynamics, various tempos, and in multiple languages.
• Maintain a tonal center through audiation.
2. Instruments:
• Perform complex rhythmic patterns on percussion instruments within an ensemble.
• Accompany class songs with a variety of pitched and non-pitched instruments.
• Compose and improvise on instruments.
3. Music Literacy:
• Read and perform notes with voices and instruments.
• Read notes using Solfeggio syllables.
• Read rhythms using syllables in 2/4, 3/4, 4/4, 3/8, 6/8, and 9/8.
• Recognize, explain, and demonstrate musical symbols.
4. Music Appreciation:
• Explore and identify musical forms through diagramming, movement, and listening.
• Explore blues music through history, song, composition, and improvisation.
• Explore the aesthetic values and reactions of music.
Physical education involves the development of the whole person physically, socially, emotionally, and intellectually. Physical education can provide every child with awareness of body function, movement, and the joy of effort which results from a Program to meet the individual needs of children. The skills and techniques taught in our program help each child to experience success and enjoyment.
CONTENT
A. Ball Handling Skills: Throwing, catching, kicking, striking, rolling
B. Dance: Tininkling, line, folk.
C. Gymnastics Activities: Tumbling, balance beam, parallel bars, etc.
D. Coordination Activities: Jump rope, etc.
E. Group Games and Activities: Cooperative and New games
F. Modified Team Sports and Lead-up Games: Soccer. volleyball, basketball, track and field, floor hockey
G. Physical Fitness: Aerobic activities, fitness testing
TRADITIONAL SPECIAL ACTIVITY: Field Day
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This class meets once a week.
Language aquisition:
Note that all of the above topics are taught in a way that intends to meet the diverse learning styles of students. All material is presented through listening, speaking, singing, reading and writing throughout the course.
Students become familiar with basic pronunciation, hear native speakers in context on films and CDs, as well as learn songs that introduce vocabulary and culture.
Cultural topics include:
Additional study of the two Mexican holidays "Día de los Muertos" and "El Cinco de Mayo." Students are also introduced to the geography of the Spanish-Speaking countries of Central and South America.
Updated 4/30/08