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5th Grade Instructional Guide |
Welcome to
the Fifth Grade !
This document is intended to outline
the academic goals for the fifth grade, identify some
of the primary resources that are used to instruct
your child, the duration and frequency of instruction,
and the outcomes that are targeted to be developed
by the end of the year.
We recognize that students learn at different paces
and occasionally in developmental “spurts”.
With this in mind we focus on each child’s individual
progress. This progress is monitored through periodic
skills assessments, teacher observations and classroom
assessments (an inventory of these assessments is
available if you are interested). Instruction is regularly
augmented by the classroom teacher, differentiation
teachers and, if necessary Special Education teachers,
for students that would benefit from additional instruction.
We hope that this document adequately introduces you
to what you can expect over the next 10 months, but
does not replace the opportunity to discuss with you
directly the specific questions you might have in
greater detail and specificity.
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Fifth grade follows the Everyday
Mathematics series which emphasizes high expectations
for all students, concepts and skills developed over
time and in a wide variety of contexts, balance among
mathematical strands, concrete modeling as a pathway
to abstract understanding, and collaborative learning
in partner and small-group activities. Instruction
occurs five times per week: three times for 65 minutes,
once for 45 minutes, and once for 50 minutes. The
essential skills for fifth grade are based on the
National Council of Teachers of Mathematics (NCTM)
focal points.
The essential math skills that are emphasized in fifth
grade are:
Our goal is that students exiting fifth grade can:
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Classify and compare numbers
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Read and write numbers in different
notations
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Add and subtract fractions and
mixed numbers
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Find area, volume and surface
area of objects
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Plot points on a coordinate
plan while being introduced to transformations
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Read and create graphs and plots
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Find measures of central tendency
and landmarks of data sets
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Apply the four steps of problem
solving in a variety of contexts
Factors/ divisibility/ square numbers
Estimating.
Addition, subtraction, multiplication and division of
whole numbers and decimals
Introduction to fraction multiplication
Order of operations
Exploring angles in isolation and in polygons
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The four components of Language Arts—reading,
spelling, grammar, and writing—are instructed,
practiced, and developed through daily activities
in fourth grade. Instruction is delivered explicitly
and through the integration of language skills in
other academic areas. Our weekly routine is designed
to inspire appreciation of literature and writing
through genres. We work on the following:
- Writing mechanics
- Oral speaking
- Group and independent reading
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- Spelling concepts
- Creative writing
- Research projects
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In fifth grade,
reading instruction moves from being literal to
being interpretive, using questioning and predicting,
making connections, understanding character development
and sequencing, and looking for images and conflicts.
Our goal is that students exiting fifth grade
can:
- Read independently for information, analysis
and pleasure
- Decode grade-appropriate vocabulary
- Use word-analysis skills
- Use self-correcting skills
- Draw on prior knowledge
- Comprehend and make oral and written text-to-text
connections, text-to-self connections, and text-to-world
connections
- Understand types of conflict (man vs. man,
man vs. nature, man vs. technology, man vs.
himself, man vs. society)
- Read, listen to, and interpret messages from
multiple sources
- Demonstrate understanding and accurate application
of content knowledge
- Recognize the role of context, perspective,
facts, and opinions in critical thinking
- Demonstrate the ability to listen, contribute,
value and integrate multiple points of view
- Evaluate information for relevance, accuracy,
meaning, and significance
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Fifth grade uses
the Write From the Beginning program and Nancy
Atwell’s “Lessons That Change Writers”
to practice the writing process. This practice
includes planning, writing, revising, editing,
and publishing. Fifth graders also write daily
in journals and write in a variety of genres.
A main focus is the finding of resources and the
writing of research reports.
Fifth graders follow the three R’s for finding
resources:
- readability
- relevance
- reliability
Fifth graders follow seven steps to doing a research
project:
- get assignment
- organize ideas (use thinking maps)
- find resources
- gather information
- write a rough draft
- revise and create
- evaluate
Students have oral speaking opportunities through
sharing work.
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The Lyme School fifth grade science program is a
general science program that is based on national
science standards and that promotes the acquisition
of skills to extend learning about our universe, our
world, and our lives. The program is designed to help
students build an increasing understanding of how
scientific information fits together and how it relates
to their experiences. The text is Scott Foresman Science,
fifth grade edition. Classes meet five periods a week.
A double period is used for a bridges design and build
class during the winter months. Homework is assigned
four nights a week and occasionally on weekends. Grades
are based on 30% homework and classwork, 35% labs,
and 35% exams.
Topics covered include:
Essential skills covered in the class:
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Uses appropriate tools to make
scientific measurements
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Makes accurate observations
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Designs and performs experiments
using the scientific process
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Evaluates results of experiments
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Uses classification methods to
identify organisms
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Analyses and describes systems
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Uses models to represent structures
and concepts of living things
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Understands the relationship
of the structure and function of organs/organelles
in living things
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Works effectively in groups toward
a common goal
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Social Studies in fifth grade focuses on the study
of New Hampshire, the states, National Parks and Historic
Monuments of the United States, and the Middle Ages.
These units of study are concentrated upon between
two and three times a week for approximately 45 minutes.
Our goal is that students exiting fifth grade can:
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Understand time and chronology
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Recognize counties, states,
countries, oceans, and coastlines
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Understand the importance of
government
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Understand key terms and concepts
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Locate and use primary and secondary
sources
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Understand the three R’s
for finding resources
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Understand the seven steps to
writing a research report
Social Studies topics are coordinated
with Library Skills and Computer Literacy instruction.
Demonstrates understanding and accurate application
of content knowledge
Connects experiences/conditions outside of the classroom
to knowledge and concepts studied within the classroom
Seeks out and uses available, readable, relevant, and
reliable resources
Uses written, oral and visual expression in a variety
of settings
Reads, listens to, and interprets messages from multiple
sources
Makes connections between separate facts, events, or
experiences
Engages in activities
Understands role in larger community
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In third, fourth, and fifth-grade classroom settings,
as appropriate with grade level and developmental
expectations, students should be working to develop
and/or displaying the ability to
• sit at a work area to accomplish work in an
appropriate timeframe
• make productive and positive behavior choices
• follow a set routine
• employ independent skills
• use appropriate listening, speaking, and discussion
skills
• use cursive writing (at grade level)
• follow and employ effective work/study habits
and directions
• organize personal materials
• employ an independent and productive work
ethic, producing complete and timely products they
can be proud of
• use resources appropriately
• use Thinking Maps as a tool to organize ideas
and writing
• use research resources and processes
In grades 3–5, in group settings in the classroom,
as appropriate with grade level and developmental
expectations, students should be working to develop
and/or displaying the ability to
• work productively and positively in small
and large groups
• execute proper and successful behavior, with
respect to assigned group roles
• share responsibilities of communicated input
and productive output, in small and large groups
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